Learning Task 2: Design a Unit and Assessment Plan

Hailey Clark, Maria McKee, Alexandra Patch, Danielle Solari

EDUC 535.01

University of Calgary

Gail Danysk
 Rationale

For our assignment, we chose the topic of “making a difference.” We chose this topic because we felt it was a strong starting

point for a variety of interdisciplinary lessons in the elementary curriculum, more specifically grade three. We also believe this topic

would spark student engagement and interest, because it allows for learning tasks that encourage students to connect with their own

lives and the world around them. Moreover, the overarching theme of “making a difference” allows for students to explore a multitude

of avenues in a hands-on way. It encourages students to look at the world around them, and to think critically about how we can make

positive changes. When looking at the grade three curriculum, we found there were many connections between our theme and the

curriculum outcomes. When looking at the social studies curriculum, there are clear connections to the themes of global citizenship

and social responsibility to your community. Students will look at global citizenship both in a local context, as well as on a larger

scale. This will be explored in detail during lessons two and three, where students will look at examples of people making changes

both big and small.

 Making a Difference

Title of Unit Making a difference Grade 3

Curriculum Area(s) Science, Social Studies, ELA Time Frame 3-4 weeks

Developed by Hailey Clark, Maria McKee, Alexandra Patch and Danielle Solari

Identify Desired Results

Programs of Study Foundations
What program foundations form the emphasis of the unit? What big ideas from the program of studies will you include?

Social Studies

3.2.1 appreciate elements of global citizenship

• recognize how their actions might affect people elsewhere in the world and how the actions of others might affect them
3.2.2 explore the concept of global citizenship by reflecting upon the following questions for inquiry:
• In what ways can individuals and groups contribute to positive change in the world? (C, GC, PADM)
• How do international organizations support communities in need throughout the world (e.g., UNICEF, Red Cross,
Development and Peace)? (C, GC)
• What are examples of international organizations formed by individuals (e.g., Free the Children, Médecins sans frontières
(Doctors Without Borders))? (C, GC)
3.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as:
• participate in projects that improve or meet the particular needs of their school or community

English Language Arts:

1.1 Discover and Explore:
• Express ideas and develop understanding
o Connect prior knowledge and personal experiences with new ideas and information
o Explain understanding in your own words
 o Explore ideas and feelings by asking questions
1.2 Clarify and Extend:
• Consider the ideas of others, and combine ideas to extend understanding
o Ask for the ideas and observations of others to explore and clarify personal understanding
3.2 Select and Process:
• Use a variety of sources (find information to answer research questions using a variety of sources, such as children's
magazines, CDROMs, plays, folk tales, songs, stories and the environment)
• Access information and evaluate resources
3.3 Share and Review:
• Share ideas and information
• Review research process

Science:

Topic E: Animal Life Cycles

3-10: Describe the appearances and life cycles of some common animals and identify their adaptations to different environments.

3-11: Identify requirements for animal care.

Students will:

• Demonstrate awareness that animals require different habitats in order to meet their basic needs of food, water, shelter and
space.
• Identify examples of environmental conditions that may threaten animal survival and identify examples of extinct animals.
Recognize that habitat preservation can help maintain animal populations and identify ways that student actions can assist
habitat preservation.
• Demonstrate knowledge of the needs of animals studied and demonstrate skills for their care.
 Essential Question
What is the big, overarching question guiding your unit plan?

• What does it mean to make a difference? Why is making a difference important?

• Where and how can I make a difference?
• How can I identify problems?
• How can I show my findings?
• Is making a difference always positive?
• What kind of changes can people make? (big vs. small)
• Who can we connect with using technology?
• How can I make a difference in the environment that will impact people, animals and nature?

Unit Plan Outcomes

What are the program of studies general outcomes and specific competencies to be covered in your unit?
What will students understand, be able to do, be able to apply?

• Students will be introduced to the topic of making a difference and have opportunities to reflect about what it means to make
a difference.
• Students will have an emerging understanding of what it means to be a “global citizen”.
• Students will begin to understand the impact that change has on all living things in the community, including animals, plants,
etc.
• Students will be able to select and process information using a variety of sources.
• Students will be introduced to different organizations that support positive change around the world and explore how they
make those changes.

Unit Plan Materials and Resources

What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need resources/materials/technologies?

Materials
• Laptops (for research)
 • iPads (for research)
• Poster creation materials (poster board, stationary, etc.
Resources
Books from the library:
• Calgary Flood Book
• The Lorax: Dr Seuss
Websites:
• www.GoPebble.com
• Calgary Flood Case Study - Cambodian Orphans Donate to AB Floods
http://www.calgaryherald.com/news/Cambodian+orphans+donate+help+Alberta+flood+victims/8584043/story.html
Presentations:
• Calgary Humane Society guest
• Youth are Awesome Presentation https://youthcentral.com/programs/youthareawesome

Unit Plan Summative Assessment

What will you accept as evidence that learning has occurred at the conclusion of this unit?

What is the summative performance Students will do presentations in groups about what they learned throughout the unit
assessment for the unit? and during the interview process. The presentations will be compared to a
performance assessment rubric provided.

What is the goal of your summative The goal of this assessment is for the students to have a firm understanding of what it
performance assessment as framed within means to make a difference. Students will also develop an emerging understanding
the outcomes and competencies? What do of how small changes can lead to bigger changes. After this performance assessment,
you hope to learn? students will be confident in becoming active citizens in their community.

How will this assessment inform student This assessment will help the teacher to have a clear gauge of where the students are
learning and your practice? in their understanding of the unit. The teacher can then use this to inform their
practice moving forward. The assessment will also inform student learning as it gives
the students an opportunity to develop the competencies stated above.
 Summative Assessment Presentation Rubric and Group Checklist
Final Presentation Rubric

Grading Scale 4 3 2 1

Content I used more than three pieces of
information to convince my
audience to vote for my idea.
I used three pieces of I used less than three I did not provide any
information to convince pieces of information, convincing
my audience to vote for and not all of my information.
my idea. information was
convincing.

Research I used all
the resources on the list that was
given to my group to give detailed
answers to the research questions
I used most of the list I used some of the I did not use any of the
that was given to my resources on the list, resources on the list to
group to answer the but I needed more answer the research
research questions information to answer questions
the research questions

Presentation: My presentation has a detailed My presentation has an My presentation is My presentation has no

Organization introduction that explains what introduction and a missing either an introduction and
the presentation is about and a conclusion with a plan introduction or a conclusion and is hard
conclusion that outlines a detailed for making a difference conclusion. to follow.
plan for making a difference in in the community
the community
 Collaboration Everyone in my group was
included and all ideas were
respected.
Everyone in my group Everyone in my group We did not work well
was included and all was included but not as a group
were respected with all ideas were
some help from the respected
teacher

Group Work Checklist

Criteria Yes With Teacher Help No
I feel respected in this group
My ideas are being heard
My group is all working together

Lesson Plan Sequence/Outcomes

For each lesson in the unit, consider the primary topic/activities, outcome and assessment. Does each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:
What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

Lesson # What is the primary What are the primary activities in How will you assess whether
objective of this lesson in this lesson? learning has occurred in each
your own words? lesson? How will you employ
formative assessment?

1. Hook/Intro to Students will be introduced to
making a the topic of making a
difference difference.
Students will begin to reflect
and think about what it means
to make a difference.
• Start with a sharing circle
discussing what students already
know about making a difference.
• Students will watch a video on the
Calgary flood and discuss how the
orphans in Cambodia made a
Anecdotal notes based on sharing
circle.
Reflective discussions- Small group to
big group discussions.
 difference for Calgarians who were
affected by the flood.

2. Difference Students will begin to • Class read-aloud of The Lorax Exit slip: write what they believe it
Makers in the understand the impact that • Guest speaker: humane society means to make a difference in the
Environment change has on all living things • The students will have group environment.
in the community, including discussions on what they believe it
animals, plants, etc. means to make a difference in the
environment

3. BIG vs SMALL Students will have an
differences emerging understanding of
what it means to be a “global
citizen” and an active member
of the community.
• Students will be shown examples
of big differences vs. small
differences (Snow Angels,
bringing in a can for the food
drive, Malala)
Students reflect on big or small
differences that they’ve seen or made
in a visual journal entry. This can be
portrayed in written or visual form
and used for formative assessment

4. Research Students will explore the
Project Part 1: concept of global citizenship
How have while looking at communities
people made a around the world.
difference in Students will be able to select
the world? and process information using
a variety of sources.
Students will be introduced to
different organizations that
support positive change
around the world and explore
how they do so.
Jig-saw puzzle inquiry activity: The Anecdotal notes based on the jig-saw
students will be split into groups and activity
given a list of resources to investigate
people/ organizations who have made Group discussion to provide formative
differences in the world. They will assessment
need to answer the following
questions:
1. What difference did this
person/ organization make?
2. What type of difference was
it (small or big)?
3. Was it a positive difference?
4. Who did it impact?
After researching, students will
regroup as a class and share what
each small group has learned.
5. Research part Students will be able to • In groups, students will be Students write down the answers that
2: How have recognize how the actions of interviewing other students and they find from the interviews.
people made a people can affect the staff around the school, people in
difference in community. their community and family
our members
communities? Students will be able to select • Guest speaker: (Youth are
What and process information using awesome)
differences do a variety of sources, as well as
people think access information and
need to be evaluate different resources.
made?

6. Final Students will have the Groups will present the findings from Final Presentation Rubric Provided.
Presentation opportunity to ask for the their interviews, and the class will
and voting ideas, opinions and vote together on which project to
observations of others. undertake

7. Community Students will have an Students will work together to make Self-reflection journal entry.
Engagement: opportunity to be active the change that they decided on as a
becoming citizens by participating in a group in lesson 6.
changemakers project that meets the needs of After the activity, students will reflect
their community. on how they felt in their journals, and
what they learned about making a
difference.
 References

Alberta Learning. (2007). Guiding Principles- Primary Programs Framework for Teaching and Learning. Retrieved from
https://education.alberta.ca/media/563580/guidingprinc2007.pdf

Alberta Education. (2005). Program of Studies. Retrieved from https://www.alberta.ca/programs-of-study.aspx

Alberta Education. (2011). Framework for Student Learning. Competencies for Engaged Thinkers and Ethical Citizens with an
Entrepreneurial Spirit. Retrieved from https://open.alberta.ca/dataset/4c47d713-d1fc-4c94-bc97-
08998d93d3ad/resource/58e18175-5681-4543-b617-c8efe5b7b0e9/download/5365951-2011-framework-student-learning.pdf